1. The role of the school counselor in RTI and PBISTI and PBIS
Jennifer Betters-Bubon, PhD
University of Wisconsin-Whitewater

2. Presentation Outline Introductions and an online poll
Overview of PBIS and RTI
The role of the School Counselor within RTI and PBIS—bringing in the ASCA model
The specifics:
Universal
Secondary/Tertiary support
Lessons learned
Concerns? Questions?

3. A scenario
Mr. Jones works as a school counselor at a middle school in a suburban school. Recently the leadership team implemented a ‘intervention block’. The idea behind this block is that there is a 20 minute time period each day whereby students can receive academic or behavioral interventions. The school counselor works with the 7th grade team during this block and each week month they meet to determine the needs of students during this block. The students who are not receiving interventions are to have advisory or enrichment.
Due to the pressure that the team feels regarding their lagging reading scores, they often struggle to find time to discuss the social/emotional needs of youth. In fact, for the past 2 months, the counselor has not been able to bring up behavioral data at all and has found himself assisting with reading/writing groups during the intervention block instead of working with students in other areas.

4. Designing Culturally Responsive Multi-tier Models for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
…relate the triangle to RTI. PBIS is the behavioral counterpart within the RTI system, meant to ensure schools have proactive, universal curriculum in place to address social, emotional and learning behaviors to all students.
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

5. Why focus on both academics and behavior?
Research supports a focus on BOTH sides of the triangle:
Elliot & DePerna (2000) found 5 predictor variables that impact overall academic learning and their influence on student success
Prior achievement
Interpersonal skills
Study skills
Motivation
Engagement
Additional research can be found:
In terms of integration, it may be useful to combine the review of academic and behavior data into a regular cycle of analysis and action planning. For each, both types of data may be reviewed after the fall, winter, and spring academic assessments, or school marking periods. The use of data-based reflection supports the idea that the systems use different measures but in similar processes and with similar goals (Stollar et al., 2008).   STRONG note about integration in regards to data gathering
2. Prevalence and Patters of Academic Enabling Behaviors (Elliot&DiPerna, 2000)
This article discusses the 5 predictor variables that impact overall academic learning and their influence on student success.  Those 5 variables are:  prior achievement, interpersonal skills, study skills, motivation and engagement.

6. Behavioral outcomes are linked to academic outcomes
Achievement Gap
Discipline
Gap
Because of the importance of reading skills and social competence, students facing challenges in both areas are at an exponentially higher risk for negative school outcomes (McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008; McKinney, 1989).   Provides a link between academic and behavior; notice potential of negative outcome
Kindergartners with phonological awareness skills, and LOW risk reading problems displayed 18% chance of receiving 2 ODR’s in 5th grade; Those with SOME risk displayed 25% chance of receiving multiple ODR’s; AT RISK range had 33% chance; Same for level of depression

7. Racialization of School Discipline
Racialization of discipline: Minority students are punished more severely for less serious more subjective reasons such as disrespect (Skiba et al., 2008)
Punitive and exclusionary discipline: Exclusion, academic failure, high-school dropout, and involvement in the juvenile delinquency system (Leone et al., 2003)
AA students:18 % of the student population - 46 %of those suspended and 39 % of all expulsions.
AA students with disabilities: 21 % of the total numbers of students w/ disabilities - 44 % of those w/ disabilities subject to mechanical restraints, like being strapped down (Office of Civil Rights, 2012).
Why is it so important to examine by ethnicity/SES and disabilities? Research says there are differences in how individuals are treated

8. Culture matters
Effective RTI/PBIS systems take culture into consideration
Interventions at all levels must be:
Culturally responsive
Collaborative
Incorporate cultural knowledge into decision and practices
We must be self-aware—we must help others be self-aware

9. Wisconsin's Vision for Response to Intervention
                                                                                                                   
Wisconsin's Vision for Response to Intervention
Effective RtI system = high quality instruction, balanced assessment, and collaboration paired with Culturally responsive practices
In Wisconsin's vision for RtI, the three essential elements of high quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective RtI system and are evident within each of the three essential elements. In a multi-level system of support, schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others; this relationship forms Wisconsin’s vision for RtI.
Culturally responsive practices
Collaboration is a process where people work together toward common goals. Collaboration as part of an RtI system includes:
Inclusive discussion and planning as part of building a solid foundation and infrastructure.
Formal and informal discussion among educators and families about the individual needs of students.
Continuous review of student progress involves a balanced, systematic process of constant inquiry that determines:
Where a student or a group of students is at (screening).
How students are responding to differentiated instruction of the core curricula (ongoing assessment).
How students are responding to additional support, challenge, and intervention (monitoring of progress).
Balanced Assessment ChartsHigh quality instruction responds to individual differences in a learning community/classroom. Inherent to high quality instruction is rigorous content delivered through differentiated instruction. Instructional activities are culturally relevant and put the student at the center of academic and social learning, with the student’s needs driving instruction, not programs or curricula. High quality instruction is vital to informing additional support, challenge, and intervention.

10. ALL: School wide screening; prevention systems
Tier 2: CICO, Social/Academic instructional groups, group intervention with individualized feature (mentoring);
Tier 3: brief FBA/BIP; complex FBA; wraparound surround

11. RTI and PBIS Multi-tier system of support Team collaboration
Similarities
Differences
Multi-tier system of support
Team collaboration
Data driven
Evidenced based
RTI is the umbrella term and includes a focus on academics and behavior
PBIS focus is on social/emotional/behavioral skills

12. Disability Identification
Why RTI?
RTI is the “new” model for determining qualification for special education
Early Intervention
Disability Identification
The social culture of a school matters.
A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
Effective practices with the systems needed for high fidelity and sustainability
Multiple tiers of intensity
Universal Screening
Success for ALL

13. Principles for the successful implementation of RtI:
RtI is for ALL children and ALL educators.
RtI must support and provide value to effective practices.
Success for RtI lies within the classroom through collaboration.
RtI applies to both academics and behavior.
RtI supports and provides value to the use of multiple assessments to inform instructional practices.
RtI is something you do and not necessarily something you buy.
RtI emerges from and supports research and evidence based practice.
Source:

14. Why SWPBIS?
The fundamental purpose of SWPBIS is to make schools more effective learning environments.
Predictable
Positive
The social culture of a school matters.
A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
Effective practices with the systems needed for high fidelity and sustainability
Multiple tiers of intensity
Consistent
Safe

15. What is School-wide Positive Behavior Intervention and Support?
School-wide PBIS is:
A framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
Evidence-based features of SWPBIS
Define and teach positive social expectations
Acknowledgement of positive behavior
Consistent consequences for problem behavior
Use of data for decision-making
Continuum of behavioral supports.
Implementation of the systems that support effective practices

16. What we know
Urban (Netzel & Eber, 2003; Warren et al., 2003) and rural Kartub et al., 2000) settings
Statewide initiatives (e.g., Michigan, Illinois, Maryland, Wisconsin)
For outcomes, such as:
Office discipline referrals (Bradshaw, Mitchell, & Leaf, 2010; Curtis, Horne, Robertson, & Karvonen, 2010)
Organizational health/School climate (Bradshaw et al., 2008; Bradshaw, Koth, Thornton, & Leaf, 2009)
Feelings of safety (Horner at al., 2009; Metzler et al., 2001)
Reading and math achievement (Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
Research shows that PBIS programs have been found to be successful in urban, rural and statewide…on things such as ODRs, school climate, safety…
ODR: much research exists to suggest the SWPBS implementation is associated with reductions is ODRs. Much of it, however, is descriptive. Little delienates for whom??
School climate--look up Bradshaw 2009:
Organizational health…staff perceptions of…after 1 year
Staff affiliation
Resources influence (can the principal get resources)
Feelings of well-being

17. What we know
PBIS is one way to organize your resources to create systems to assist students with social, emotional and behavior needs WITHIN the RTI process.
Not all RTI interventions need to be framed within PBIS and yet it can make it easier to organize and channel resources

18. Multi-tier models of support versus ASCA?
Where is the overlap? Can they go together?
Advantages or disadvantages of each?
Multi-tier models of support versus ASCA?

19. The ASCA National Model for the 21st Century
The ultimate goal of the school counseling program is to support the school’s academic mission.
Ensuring academic achievement for every student includes counselor initiated activities designed to meet the needs of under-served, under-performing and under-represented populations.
The ASCA National Model:
A framework for School Counseling Programs
Written to reflect a comprehensive approach to the foundation, delivery, management and accountability of a school counseling program.
A mechanism to help school counselors design, coordinate, implement, manage and evaluate their programs for students’ success.
A framework for program components, the counselor’s role in implementation, and the underlying philosophies of leadership, advocacy and systematic change.
Answers the question, “What do school counselors do?
Requires school counselors to respond to the question, “How are students different as a result of what we do?” (accountability)

20. Elements of a Comprehensive Program
Comprehensive in Scope
Preventive in Design
Developmental in Nature
Integral Part of the Total Educational System
A Designed Delivery System
Implemented by a Credentialed School Counselor
Conducted in Collaboration
Monitors Student Success
Driven by Data
Seeks Improvement
Shares Successes
Prevention education
Developmental in nature
A collaborative effort
Driven by data
Integrated into the Total Educational Program
Academics, Career, Personal/Social Development

21. Multi-tier models of support can support our work within the ASCA model and vice versa.

22. We are School Counselors…
And thus, are in a unique position to coordinate building wide efforts surrounding multi-tier systems of support…
Within the counseling models and our roles
What is the role of the school counselor in academic interventions??

23. A look at tiers of support

24. Applying the Three-Tiered to Your School Counseling Program
TRIANGLE ACTIVITY:
Applying the Three-Tiered to Your School Counseling Program
Tier 2
Universal (all students, all times, all locations)
Targeted (efficient interventions for at-risk students)
Intensive (individualized interventions for those students with the most intense problem behavior)

25. Examples of Tier 1/Universal ASCA & RTI approaches
School Counseling Program:
Classroom Lessons
New student activities
Individual Planning meetings/Conferencing
PBIS/RTI:
Cool Tools
Acknowledgements
School rules/expectations
Intervention blocks
Other/Both
Universal Screening

26. Universal screening
The RTI process ‘begins with high-quality instruction and universal screening of children in the general education classroom’ (
Research supports the use of screening in the identification of students. Using ODRs alone is not enough to capture both internalizing and externalizing problems!
Does anyone use screening measures to move to tier 2??
Direct observation is considered the gold standard of behavioral measurement (Cone, 1997), but observation of all students receiving secondary supports is rarely feasible. Recently, the use of direct behavior rating systems (similar to those used in check-in/check-out programs) has been proposed as an efficient but reliable method for classroom teachers to rate student behavior on a daily basis (Riley-Tillman, Chafouleas, & Briesch, 2007).  
LORICE  

27. Choosing a universal screener
Choose a screener that is:
Developmentally and contextually appropriate
Easy to use (for you, students, teachers)
Easy to interpret
A few examples:
Screening Tools:
LORICE

28. Universal Screener: Example
SDQ (
Not True
Somewhat True
Certainly True
I try to be nice to other people. I care about their feelings
I am restless, I cannot stay still for long
I get a lot of headaches, stomach-aches or sickness □
I usually share with others, for example CD’s, games, food
I get very angry and often lose my temper
I worry a lot
The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 3-16 year olds. It exists in several versions to meet the needs of researchers, clinicians and educationalists. Each version includes between one and three of the following components:
A) 25 items on psychological attributes.
All versions of the SDQ ask about 25 attributes, some positive and others negative.  These 25 items are divided between 5 scales:
1) emotional symptoms (5 items)}1) to 4) added together to
generate a total
difficulties score
(based on 20 items)2) conduct problems (5 items)3) hyperactivity/inattention (5 items)4) peer relationship problems (5 items)5) prosocial behaviour (5 items)
Normed: The National Health Interview Survey (NHIS) is a multi-purpose health survey conducted by the National Center for Health Statistics, Centers for Disease Control and Prevention, and is the principal source of information on the health of the civilian, noninstitutionalized, household population of the United States. The survey consists of a basic module and variable supplements. The SDQ was included in the 2001 NHIS Supplement. From each family in the NHIS, one sample adult and one sample child (if any children under age 18 are present) are randomly selected. Information on the sample child was obtained from a knowledgeable adult residing in the household. Of the 10,367 children between 4 and 17 in the survey, 9,878 children had complete data on all sections of the SDQ, and this is the sample used in the analyses presented here. A parent (biologic, adoptive, or step) was a reporter for 92% of the SDQ sample. A grandparent was the reporter for 4.4%.

29. Tier II and Tier III supports will require more adaptation
PBIS team! Form a team to plan how behavior is taught, reinforced and monitored.
Create 3-5 positively stated school expectations.
Teaching of these expectations through planned lessons, called “Cool Tools”
Create an acknowledgement system
Examine data
Help to identify students in need of tier 2 and tier 3 social, emotional, behavioral supports
Tier I SWPBIS can be implemented with fidelity by any school in the U.S. without new resources or dramatic reorganization.
Successful Schools:
Define a clear commitment to school-wide social culture
Add data systems (fidelity and Student Outcomes)
Provide the leadership to allow effective team-based decision- making.
Tier II and Tier III supports will require more adaptation

30. Cool Tools
Cool Tools: Social skills lessons developed by PBIS team; implemented by classroom teachers
Can be used to meet ASCA student competencies
Sample of lesson topic and benchmark standards:
Be Responsible for your learning:
A Identify and model personal attitudes and behaviors that lead to successful learning
A Demonstrate taking responsibility for actions in school
B Demonstrate the ability to establish challenging academic goals in elementary school

31. Tier 2/Tier 3 Intervention Ideas
School Counseling Program:
Small group support (using data!)
Individual counseling
Consultation and observation
PBIS/RTI:
Check in/Check Out
Social and Academic Instructional groups
Both
Functional Behavior Assessments (FBAs)
Wraparound support
Coordination with outside agencies
Mentoring

32. Check In/Check Out (CICO)
Morning Check-in Routine
Coordinator or Buddy
Assess &Acknowledge
Set-up or Redirect
Teacher Check-in/Check-out Routine
Teaching staff/faculty
Acknowledge
Set-up for success, positive momentum
Evaluation
Afternoon Check-out Routine
CICO coordinator data collection acknowledge success, encourage improvement.
Family Review Routine
Teach family only to acknowledge success

33. Daily Progress Report Periods (block schedule) along the top
Goals (along the side) are the school-wide expectations (may need to be individualized for some students)
Rankings – 2 = followed expectation, 1 = so- so, 0 = did not meet expectation

34. Second Step Group for students with aggressive behavior PS:B1
Second Step Group for students with aggressive behavior PS:B1.4 develop effective coping skills for dealing with problems PS:A2.6 use effective communications skills PS:B1.2 understand consequences of decisions and choices
Immediate
Student will know the calming down steps
Student ability to display self control when upset
Proximal
Reduced aggressive behavior
Distal
Safer School Climate
Decreased disciplinary referrals

35. Measuring Small Group Success
KNOWLEDGE: What do students know?
T/F Anger is a feeling that affects everyone differently.
SKILLS: What are students able to do?
Student purposefully bumps into you in the hallway. He then makes fun of you , which makes you quite angry. Which of the following could you do to resist violence?
Conflict management
Moving to a safe area
Both a and b
None of the above
ATTITUDES: How do students feel about it?
I believe I can control my anger through taking deep breaths
Strongly agree
Agree
Disagree
Strongly disagree

36. Data that can be examined…
Within multi-tier and the ASCA models, organizing data is essential.
Schoolwide data:
ODRs
Detention
Academic information
Individual/group data:
Attendance/Tardies
Screening info
Academic
PBIS teams CONSISTENTLY review the following data/graphs:
The average number of referrals:
Per month
By type of behavior
By location
By time of day
By student
By demographic Info – ethnicity, FRL, Grade, Gender
This data can inform the school counseling program; assist in the development of small groups, etc.

37. Data Data needs to be shared with: Families Other staff members
Data needs to guide decision making
Data needs to be shared with:
Other staff members
Families
School board
It’s not enough to collect data.

38. Data example: ODR Start Date: # of students: End Date: # of ODR
Sept. 1, 2006
314
June 2007
573
Sept. 1, 2007
334
June 2008
Sept. 1, 2008
333
June 2009
264
Sept. 1, 2009
454
June 2010
268
Sept. 1, 2010
494
June 2011
248
Sept. 1, 2011
495
June 2012
300
noteworthy 54% reduction from to

39. Risk 4/21/2018 White 287 17 6 Hispanic 124 10 3 Black 28 6 5
Asian

40. 4/21/2018
Data example
% of referrals for disrespect accounted for by each ethnic group
white
hispanic
Black
asian

41. Data Example: Small Group Support
Knowledge Data: What do you want students to know?
“92% of 5th grade students can identify how anger differs from other feelings”
Attitudes Data: What do you want students to believe?
“75% of students believe they can control their anger by taking deep breaths.”
Skills Data: What do you want students to be able to do? (Competency Achievement)
“88% of grade students who participated in a small group for anger management demonstrated conflict resolution skills in a role play learning activity and identified appropriate ways to avoid violence.”

42. PBIS specific data collection tools
Tier 1:
Self Assessment Survey (SAS)
Team Implementation Checklist (TIC)
Benchmarks of Quality (BOQ)
Tier 2 and Tier 3:
Benchmarks of Advanced Tiers (BAT)
Monitoring Advanced Tiers Tool (MAT)
Source:

43. Revisit your triangle
What you doing as a counselor that could be revised?
How can your role/duties be further organized within a multitier system (e.g., consider how you form small groups, etc.)?

44. Classroom presentations
Tier 1
Tier 3
Individual Interventions
TRIANGLE ACTIVITY:
Applying the Three-Tiered to Your School Counseling Program
Wrap around services
Tier 2
Small groups
Social Skills interventions
Check In/Check Out
Classroom presentations
Conferencing
Universal (all students, all times, all locations)
Targeted (efficient interventions for at-risk students)
Intensive (individualized interventions for those students with the most intense problem behavior)
Screening
School Climate Work
Career/Vocational Development

45. Lessons Learned Effective Leadership Matters
Start by establishing commitment
Lead don’t drive: Use team-based change process
School Counselors need to be clear on our role within RTI and PBIS
Invest in prevention first
Create a positive social culture
Avoid rewarding problem behavior
Team with other student services professionals
Implement Evidence-based Practices at all three Tiers
Universal (all students, all times, all locations)
Targeted (efficient interventions for at-risk students)
Intensive (individualized interventions for those students with the most intense problem behavior)
braiding involves examining the structures of school teams. Typically, each system will develop its own school teams for completing activities (e.g., grade-level teams and academic problem-solving teams for academic RtI systems; school-wide, targeted, and individual behavior problem-solving teams for behavior RtI systems).    The idea of different teams can be overwhelming and incovehsive; if all teams have to function within same school there is a need to integrate them. Create different teams at each level of multi-tiered system.

46. Questions?
Contact:
Jennifer Betters, UWW -

47. Resources http://www.nccrest.org/about.html
The Checklist for Culturally Responsive Practices in schools

48. Resources Documents: Websites:
WI RtI: A Guiding Document:
Parent & Family Resource Library:
Response to Intervention & PBIS: Brothers from Different Mothers or Sisters with different misters?
Websites:
RtI Resource Center:
PBIS Network:
School-Wide Information System:
Wisconsin Safe & Healthy Schools:
Department of Public Instruction:

49. References
Algozzine, B., Wang, C., White, R., Cooke, N., Marr, M., Algozzine, K., & ... Duran, G. (2012). Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students.Exceptional Children, 79(1),
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23,
Bradshaw, C.P., Mitchell, M.M., & Leaf, P.J. (2010). Examining the effects of schoolwide Positive Behavioral Interventions and Supports on student outcomes. Journal of Positive Behavior Interventions, 12,
Curtis, R., VanHorne, J.W., Robertson, P, & Karvonen, M. (2010). Outcomes of a School-wide Positive Behavioral Support Program. American School Counselor Association, 13,
Horner, R.H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A.W., Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11,
Lane, K. (2007). Identifying and Supporting Students At Risk for Emotional and Behavioral Disorders within Multi-Level Models: Data Driven Approaches to Conducting Secondary Interventions with an Academic Emphasis. Education And Treatment Of Children, 30(4),
Lassen, S.R., Steele, M.M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43,
Metzler, C.W., Biglan, A., Rusby, J.C., & Sprague, J.R. (2001). Evaluation of a comprehensive behavior management program to improve School-wide Positive Behavior Support. Education and Treatment of Children, 24,
Netzel, D., & Eber, L. (2003). Shifting from reactive and proactive discipline in an urban school district: A change in focus through PBIS. Journal of Positive Behavior Intervention, 5(2),
Kartub, D.T., Taylor-Greene, S., March, R.E., Horner, R.H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2,
Walker, B., Cheney, D., Stage, S., Blum, C., & Horner, R. H. (2005). Schoolwide Screening and Positive Behavior Supports: Identifying and Supporting Students at Risk for School Failure. Journal Of Positive Behavior Interventions, 7(4),   (see attached) .